PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Georgia Thorpe
Date:06/03/2024
Time: 1o’clock

The observation took place at the outdoor place of childcare.

DOCUMENTATION
With a determined sparkle in her eye, Georgia approached the row of cubbies on sunny morning as children got ready for outside
play. She grabbed her shoes with purpose, prepared to take on the task of putting them on by herself. Her brow wrinkled in
concentration, she worked her way through the shoelaces with fine fingertips and patient determination. Subsequently, she proudly
stood up, her shoes securely secured, demonstrating her newly acquired ability and independence. However, Georgia's desire for
exploration didn't stop there. The playground called to her, and she focused on the intimidating obstacle that stood in her way the
rope climbing structure. Georgia approached the tall ropes with a mixture of excitement and resolve, her heart bent on reaching the
summit. She summoned her inner strength with each grab and foothold, her determination evident in every upward movement.
Georgia was receiving encouraging cries as she ascended more and farther, her petite figure defying gravity with each bold step.
And when she did, her eyes glistened with satisfaction at her achievement, and a bright smile swept across her face. Georgia's
adventures were a story of bravery and resiliency that showed the limitless potential of a child's spirit. She left a lasting impression
on everyone who saw her incredible journey as she pursued her dreams of freedom and adventure, inspiring both her classmates
and carers.

ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions must be linked to where the skill was
demonstrated in the observation and referenced.
Domains Milestones Dispositions
Physical development: consisting of the fine and Putting shoes independently and Independence: The ability to put on
gross motor skills needed to put on shoes and climb climbing a rope (ACECQA, 2018). shoes by herself is indicative of a
the rope, respectively (ACECQA,2018) self-sufficient and independent
mindset (ACECQA, 2018).

Risk-taking: Although done in a safe

setting, climbing a rope does require
some degree of risk-taking
behaviour. Georgia play these kinds
of games that shows she has an
inquisitive and adventurous nature
(ACECQA, 2018).
LEARNING and CURRICULUM
Each portion of the documentation is to be analysed for learning that is occurring and the curriculum areas the children are engaging in
Learning Curriculum Areas
Georgia learned about the sense of autonomy and self-reliance. Both fine and gross motor skills will developed.

Georgia learned how to move and control items in space, such as Exercises for improving cognitive abilities and problem-solving
finding the proper grasp on a rope or fitting feet into shoes (AGDE,2022)
(ACFE,2008).

THEORY and FRAMEWORKS

Development and Education Theory
The difference between what a child can accomplish on their
own and what they can accomplish with assistance and direction
is known as the ZPD, which was first proposed by Vygotsky.
Georgis’s development from requiring assistance to being able
to put on shoes and climb a rope on her own shows how she
moved through her ZPD with the right support and guidance
from teachers or other carers (McLeod,2024)
Early Years Learning Framework Principles, Practices, Outcomes
Principles: Secure, respectful, and reciprocal relationships: A
child's ability to put on shoes and climb a rope on her own is a
sign of competence and independence (AGDE,2022)
Learning through play: Play-based learning experiences can
include activities like rope climbing, which provide children the
chance to explore their physical capabilities in a secure setting
(AGDE,2022)

Children are confident and involved learners: By taking part in

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
challenging activities like rope climbing, Georgia build
resilience, perseverance, and a love of learning, which paves
the way for future academic success (AGDE,2022)
PEDAGOGICAL SKILLS AND KNOWLEDGE
Each portion of the documentation is to be analysed for pedagogical skills and knowledge demonstrated by the educators.
Play-based Pedagogies Teaching Strategies EYLF Educator Evidence Child Development
Children learn best through practical Encouragement: Observation: Recording the Georgia developed her fine
experiences. Trial and error, Building the Georgia’s Georgia ability to wear shoes and gross motor skills and
problem-solving, and spatial self-esteem and and climb ropes, noting her she also build confidence,
awareness are all necessary for motivation by praising development over time. autonomy, and sense of
climbing a rope and are components and rewarding their competence(ACECQA,2010
of constructivist learning accomplishments. Assessment: To determine ).
(ACECQA,2010). areas in need of additional
support or growth, use
documentation and observation
to evaluate the Georgia’s
physical and cognitive
development.

Thinking back on the Georgia’s

educational experiences,
evaluate how they relate to the
EYLF's learning objectives and
guiding concepts, such as
belonging, being, and becoming
(AGDE,2022)

PLANNING
Objective for future holistic learning and development
Georgia will learn about balancing her body and develop her both fine and gross motor skills.
Georgia will develop her independence skills.
Learning Experience
Learning experience name Making road track
Georgia will learn about problem- solving skills, critical thinking, and she will gain a
Experience rationale
knowledge of spatial awareness, and a grasp of cause and consequence.
Georgia will develop some Engineering Concepts: STEM (Science, Technology,
Engineering, and Mathematics) by understanding how different parts interact to make a
Development and learning goal:
functional road track requires an understanding of fundamental engineering principles.

Experience outline: I will give her materials and ask her to make the track

A list of materials required with photo(s):

EYLF child evidence links EYLF Learning Outcome 4: Children Are Confident And Involved Learners (AGDE,2022)
Implementation plan Introduction Before starting the game, I will let Georgia to look at the materials and let her think how
she can use those to make a road track.

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Body I will see how Georgia uses her cognitive and problem-solving skills to put the holes on a
right track. I will interact with her throughout her play.
Conclusion I will ask georgia if she wants me show by making the track one more time, and I will
praise her to boost up her confident skill.
Engagement Did you find difficulty doing that?
questions
What are the different modes of transportation?
ACTING and DOING
Through the making road track game Georgia will enhance her cognitive skills and she will
Play pedagogies
manipulate the objects through exploration (Dockett,2020)
Teaching strategies Asking open- ended questions
EYLF links EYLF Learning Outcome 4: Children Are Confident And Involved Learners(AGDE,2022)
Developing a road track requires problem-solving skills, spatial awareness, and a grasp of
Child development cause and consequence. Building and modifying track allows Georgia to play with ideas
like stability, balance, and design (ACECQA,2010).

Documentation and/or digital evidence of

implementation, acting and doing

REFLECTING and REVIEWING

How did the children respond? Did they achieve the learning objective? Were there any unexpected outcomes? What was your role? How
did you support and teach the children? Would you do anything differently? Where to next?

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Georgia was happy to do the tack she did achieve the learning objective by showing her problem solving skills by matching the
tracks into right order. My role was to facilitate Georgia through her entire play.

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD